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Communication skills of medical students: survey of self- and external perception in a longitudinally based trend study

机译：医学生的沟通技巧：纵向趋势研究中的自我与外部感知调查

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As good communication skills are crucial for doctor-patient interactions, it is recommended to incorporate them in medical school programs from the very beginning. On this basis medical schools in Germany introduced the OSCE (objective structured clinical examination) to examine and by this foster learning of communication skills as assessment drives learning. The aim of the study was to examine the development of the communication skills of medical students during an OSCE to investigate how communication competence has developed between different student cohorts. This study is a longitudinal trend study based on seven semester-cohorts, examining the communication skills of medical students in the OSCE both from the perspective of students and from the viewpoint of standardized patients (SP). Altogether, 1027 students from seven semester cohorts were asked to rate their own communication skills (self-perception) before the OSCE exam started. Here, sub-analyses were performed to outline a potential influence of previous history-taking group participation. The SP evaluated the students’ communication skills in external perception during the OSCE exam at each station with history-taking or physical examinations. The communication skills in both groups were ascertained in the dimensions of empathy, content structure, verbal expression, and non-verbal expression. Only in the dimension of non-verbal expression could a statistically significant change be found in students’ self-perception over the years. Notably, the rating of communication skills as self-rated by the students has risen constantly, whereas they deteriorated from the perspective of standardized patients (SP). It has also been found that previous history-taking courses have a positive influence on the structural dimension of communication skills in particular. The results of this study support conclusions of other studies which also suggest differences between self- and external perception of medical students’ communication skills. Nevertheless, students showed good overall communication skills in the four dimensions of empathy, content structure, verbal expression, and non-verbal expression, as demonstrated in a longitudinal trend study over seven semesters. However, we noted that externally rated empathy levels declined over the semester cohorts, suggesting the need for new priorities to be set in student teaching.
机译：由于良好的沟通技巧对于医生互动来说至关重要，建议从一开始就将它们纳入医学课程中。在德国医学院的基础上介绍了欧安组织（客观结构化的临床检查），以审查和通过这种促进沟通技能的学习作为评估推动学习。该研究的目的是审查欧安组织在欧安组织期间医学生的沟通技能的发展，调查沟通能力如何在不同的学生队列之间发展。本研究是基于七个学期队员的纵向研究，从学生的角度和标准化患者（SP）的角度来看，检查欧安组织中医学生的沟通技巧。在欧安组织考试开始之前，我们被要求在七个学期队列的1027名学生提出自身的沟通技巧（自我认知）。在此，进行分析以概述以前的历史群体参与的潜在影响。在每个车站的欧安组织考试期间，SP评估了在每个站点的外部感知中的沟通技巧，历史考试或体检。两组的沟通技巧在同情，内容结构，口头表达和非言语表达的维度中确定。只有在非言语表达的维度中，多年来，学生的自我感知就会发现统计上显着的变化。值得注意的是，学生自称的沟通技巧的评级不断上升，而他们从标准化患者（SP）的角度恶化。还有人发现，以前的历史课程对特别是对沟通技巧的结构维度产生积极影响。这项研究的结果支持其他研究的结论，也表明了医学生沟通技能的自我和外部看法之间的差异。然而，学生在同情，内容结构，口头表达和非言语表达的四个方面展示了良好的整体沟通技巧，如七个学期的纵向趋势研究中所示。但是，我们指出，在学期队列中，外部评估的同情水平下降，这表明需要在学生教学中设定新的优先事项。

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